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English Language > Child Language Acquisition - Speaking Theory > Flashcards

Child Language Acquisition - Speaking Theory Flashcards

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1
Q

Stage 1

A
  • holophrastic stage (12-18months) - 1st word at age one alongside non verbal communication - naming insight - operators e.g. “look”
  • emergence of two word stage (around 18months) - two words together to convey meaning - requests- operator + object e.g. “look mummy”
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2
Q

Naming insight

A

Naming the thing the caregiver refers to supported by non verbal communication - context cues needed

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3
Q

Operators

A

Serve to convey the whole of the child’s meaning/ intention in a single word.
E.g. “look”, “more”

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4
Q

Stage 2 of CLA

A

two word stage (around 18months)
- being to ask questions (Heuristic functions) e.g. “where toy?”
- want to classify things e.g. “wassat?” (Nelson 1973)
- talk about locations changing e.g. “people coming” (interactional and heuristics functions)
- talk about the attributes of things e..g “it cold”
Child builds up basic knowledge of syntax to build up the telegraphic stage

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5
Q

Stage 3 of CLA

A

Emergence of Telegraphic stage (around age 2) - meaning is clear despite grammatically incorrect
- produce longer and more complete utterances
- ask questions with intonation to signal attention
- express more complex wants in grammatical complex sentence e.g. “I want Daddy take it work”
- begin to talk about actions which change the object acted upon e.g. “you dry hands”
- refers to events in past and future
- subject+verb+object+adverb e.g. “ a man dig down there”
- starts usage of auxiliary verbs e.g. “I am going”
- preposition+article+noun e.g. “in the basket”

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6
Q

Stage 4

A

Telegraphic stage but more developed (around age 2)
- wide range of requests e.g. “shall I cut it” (regulatory and personal function)
- sound use of subject-verb inversion e.g. “can I cut it?”
- grasp and use of abstract verbs e.g. “know” to express mental operations
Post telegraphic stage emergence (around age 3)
- replace imperative with questions “can I have?”
- child has pragmatic understanding
- no longer relies on intonation to signal intent
- contracted negatives legal “can’t” become standardised
- duplicate modal verbs e.g. “please may can I…”
-

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7
Q

Stage 5

A

Post telegraphic stage (age 3)
- child uses language to give info, ask and answer questions, requesting and suggesting, offering, stating intentions and expressing feelings and others
- can speak conditionally/ hypothetically e.g. “ if you do that, it will…”
- able to explain conditions e.g. “you’ve got to switch that on first…”
- can speak about particular times
- begin question structure more frequently with “what/when”
- several clauses in sentences (complex)
- use structure which allows more economy so cohesion

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8
Q

Pre birth stage

A
  • 3 months into pregnancy, ear bones are formed
  • baby can recognise mothers voice
  • recognises pitch, cadence, patterns of mothers language
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9
Q

Pre-verbal stage

A
  • before child can speak but trying to communicate
  • crying = learning discourse
  • cooing (around 2 months) = experimenting with sound
  • babbling (about 6 months) = making vowel and consonant sounds
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10
Q

Reduplicated babbling

A
  • Simpler, appears first
  • making same sound over and over again
    E,g, “bababababa”
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11
Q

Variegated babbling

A
  • comes slightly later on
  • involving variation in consonant and vowel sounds but still doesn’t resemble words
    e.g. “daba”, “mamamoo”
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12
Q

Holophrastic stage

A
  • 1st word = around age 1
  • 12-18 months = child can convey whole sentence meaning in one word
  • majority of first words = concrete nouns
  • child does this alongside non verbal communication e.g. body gestures.
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13
Q

Two word stage

A
  • around 18 months into pregnancy
  • child puts two words together to convey meaning e.g. “mummy sit”
  • use grammar for the first time, demonstrating understanding of relationship between words
  • vocabulary splurt/ naming explosion
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14
Q

Telegraphic stage

A
  • around age 2
  • produce longer and complete utterances
  • omits grammatical words necessary for structural accuracy but still convey meaning
    E.g. “ me going on a trip”
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15
Q

Post telegraphic stage

A
  • around age 3
  • increasingly like adult speech
  • contracted forms, verb inflection, pronouns will be increasingly accurate
  • previously omitted grammatical words now used
  • by age 4, child speaks largely grammatically accurate
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16
Q

Order of stages of acquisition

A

1) pre birth
2) pre verbal
3) holophrastic
4) two word
5) telegraphic
6) post- telegraphic

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17
Q

Haliday (1975) theory and what are they (7)

A

7 functions that might be served when a child uses language. Intended outcome = child will be motivated to use language. It’s the role of the caregiver to show child different purposes of speech
- instrumental
- regulatory
- interactional
- personal
- heuristic
- imaginative
- representational

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18
Q

Instrumental function

A

Where the child is trying to fulfil a need e.g. asking for food/drink

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19
Q

Regulatory function

A

Used to control behaviour of someone e.g. telling a caregiver where to sit

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20
Q

Interactional function

A

Used to develop relationship with others e.g. telling a sibling you love them

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21
Q

Personal function

A

Used to express views and preferences e.g. “me no like it”

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22
Q

Heuristic function

A

Used to explore the world around them e.g. “what are you doing mummy?”

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23
Q

Imaginative function

A

Used to explore something creatively or during play

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24
Q

Representational function

A

Used to exchange information (give or receive)

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25
Q

Nelson (1973)

A
  • 18 children’s 1st words
  • 60% of 1st words=nouns
  • other 1st word categories = verbs, adjectives, adverbs personal and social words (bye bye, sorry)
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26
Q

Daily mail (2012)

A

Top 25 words a 2 year old “ought” to know was mainly nouns (gives Nelson 1973 validity)

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27
Q

Rescorla (2009)

A
  • longitudinal
  • 78 children from age 2 to 17 year old
  • found a link between later vocabulary development in toddlers and continued language issues as they got older
  • overheard speech e.g. (television /videos) isn’t a substitute for real human interaction, not helpful for child language development
  • children who had delayed language at 2 years old were more likely have language problem in late teens
28
Q

Eve Clark

A

Overextension (analogical and categorical) and under extension

29
Q

Overextension

A

When a child uses a more specific word to label a more general noun e.g. calling all men “Daddy”

30
Q

Analogical overextension

A

Makes links between different objects according to similar properties/use e.g. all sphere objects “ball”

31
Q

Categorical overextension

A

Refers to all objects within the same category with same name e.g. all trousers called “leggings”

32
Q

Under extension

A

Child uses more general word but will only apply to a very specific situation /thing e.g. “Apple” is only green apples

33
Q

The WUG test

A
  • Jean Berko Gleason (1958)
  • linguistic test to test a child’s understanding of grammar
  • child is shown imaginary creature and told “this is a WUG”
  • children who had is shown another picture of two imaginary creatures and asked what the two are called
  • 75% of 4-5 year olds and 97% of 5-7 year olds correctly put the plural on the term “wug” to say “wugs”
34
Q

Grice - Grices Maxims in children

A
  • 3-5 year olds tested to determine the age at which an awareness of Gricean Maxims emerges
  • children requested the help of one of 2 puppets to help find a sticker. One puppet always adhered to Maxims the other always violated it.
  • findings = preschool children are sensitive to the violation of the relation, quality and quantity maxims
35
Q

Conti and Camras (1984)

A
  • presented children a story with 2 alternative endings
  • children asked to identify which of the endings was “silly” (violating a Gricean Maxim)
  • 6-8 year olds significantly above chance in identifying statements that violated but 4 year olds were not
36
Q

Why is phatic talk (small talk) hard for children?

A

They don’t hold pragmatic knowledge

37
Q

Brown (1973) - 5 stages

A

5 stages of langauge development focusing on child’s grammatical development in terms of morphemes and syntax. Studies appearance of bound and free morphemes, mean length of utterances (MLU) and grammatical words

38
Q

Brown (1973) - stage 1

A
  • 15-30months
  • no bound morphemes
  • MLU= 1.75
  • word order generally correct
  • 50-60 word vocab
39
Q

Brown (1973) - stage 2

A
  • 28-36 months
  • bound morphemes start appearing
  • present progressive tense with -ing suffix
  • regular -s plural appearing
  • MLU = 2.25
40
Q

Brown (1973- stage 3

A
  • 36 - 42 months
  • possessive begin to appear e.g. “Daddy’s Car”
  • MLU= 2.75
  • emergence of adverbs+adjectives, articles “a” and “the”, irregular past tense, uncontractible copula (main verb+full form of to be e.g. “he was happy”
41
Q

Brown (1973) - stage 4

A
  • 40-46 months
  • regular past tense with -ed suffix e.g. “we jumped”
  • MLU = 3.5
  • 3rd person regular + present tense e.g. “he swims fast”
42
Q

Brown (1973) - stage 5

A
  • 42-53 months
  • compound sentences are joined
  • MLU= 4.0
  • 3rd person irregular e.g. “kitty does tricks”
  • contractible copula e.g. “it’s hot outside”
  • uncontractible auxiliary e.g. “ dad is laughing”
  • contractible auxiliary e.g. “we’re coming over”
43
Q

Belluigi (1966) - Negative Acquisition

A

3 stages
1) place negatives at the beginning of the utterance - toddlers 1st use negatives to indicate something has gone or away or rejection e.g. “no me go”
2) negative words moves within the utterances e.g. “me not going”
3) masters capability to attach negatives to auxiliary verbs or the copula verb “to be” e.g “I’m not going”

44
Q

Copula verb

A

Links the subject of the sentence to the subject of the complement e.g. to be - I no happy= I am not happy

45
Q

Bellugi (1971) - Pronoun acquisition

A

3 stages
1) child will use name rather than a pronoun
2) child will recognise there is a difference between subject and object pronouns but may not be able to apply correctly e.g. “her made me angry” (2-3 years)
3) child will correctly apply subject and object pronouns e.g. “she makes me angry” (6 years)

46
Q

Subject pronouns

A

I, she, he, it

47
Q

Object pronouns

A

Me, you, him ,her

48
Q

Bellugi (1966) - question acquisition

A

The development of a child’s ability to ask questions (starts 2.5 to 3 years old). Develops this through gestures and pitch of voice during telegraphic stage.
Looked into children learning to ask questions…
- use of rising intonation of one or multiple words e.g. “bedtime?”
- inversion of auxiliary verbs e.g. “are you coming?”
- who what where when and why
- tag questions

49
Q

Child directed speech

A

The way we talk to children. Known as baby talk. Connotations of oversimplifying grammar and talking in a childish voice

50
Q

Features of child directed speech

A
  • higher pitch
  • more frequent and longer pauses
  • slower and clearer speech
  • grammatically simpler sentences
  • repetition
  • more questions (tag and known answer questions)
  • use of diminutives
  • use of nouns rather than pronouns e.g. “Mummy is going to get a drink”
  • more use of plural pronouns
  • expansion
  • recasts
  • politeness
  • mitigated imperatives
51
Q

Expansion

A

Where the caregiver elaborates on the utterance given by the child

52
Q

Recasts

A

Where the caregiver repeats a child’s utterance but provide a correct version e.g. child saying “I runned” and caregiver saying “you ran?”

53
Q

BBC - child speech development tips - 0-3 months

A
  • allow them to see facial expressions
  • get up close and let them watch your face (skinner)
  • couple being face to face with singsong baby talk
54
Q

BBC- child speech development tips - 0-6 months

A

serve and return (respond to response- imitation - skinner)

55
Q

BBC - child development speech tips - 6-9 months

A

respond to baby babble (Vygotsky- zone of proximal development and Skinner- imitation)

56
Q

BBC -child speech development tips - 9-12 months

A

Joint attention = notice things baby is interested in and pay attention to the same things as you talk to them e.g. talking about their favourite teddy (Bruner LASS theory)

57
Q

Skinner (1957) - Behaviouralism

A
  • nurture
  • behaviours is a result of the conditioning we experience
  • children learning through imitation, through operant conditioning.
  • positive response for behaviour = repeat behaviour (positive reinforcement)
  • the way caregiver responds to child’s utterance will condition future behaviour
58
Q

Chomsky (1957)- LAD - Nativism

A
  • nature
  • Language Acquisition Device (LAD) = the human brain has an innate programmed ability to learn language and ability to work out systems in term of lexis and syntax
  • children around the world learn language at similar age - innate not environment
  • Viruous errors = when a child makes an error, they are trying to make sense of grammar rules they know innately ( not an error)
59
Q

Piaget (1926) Stages of development

A
  • nature and nurture
  • The core of a child’s development of understanding is the learning a child undertakes.
  • Children would not develop until particular stages of cognitive development had been reached.
  • Children develop their own understanding through exploring and questioning the world around them but cognitive ability needs to be present in order for language to reflect this.
60
Q

Paiget (1926) - sensorimotor

A
  • 0-2 years
  • a child begins to interact with their environment, using their sense and physical movement to do so.
  • understanding of object permanence appears
61
Q

Paiget (1926) - pre-operational stage

A
  • 2-6/7 years
  • child learning to speak and developing their imaginative focus
  • capable of representing the world symbolically
  • struggle to understand things from point
  • begins to question frequently and try to develop an understanding of things
62
Q

Paiget (1926) - concrete operational stage

A
  • 6/7- 11/12 years
  • child stops being egocentric and beings to understand point of view of others
  • become more capable of logical thought
63
Q

Paiget (1926) - normal operational stage

A
  • 11-16+ years
  • there will be no problem with logical thought and thinking becomes increasingly abstract
64
Q

Bruner (1960s) - social interaction (LASS)

A
  • nurture
  • Language Acquisition Support System (LASS)= importance of caregiver within a child’s life.
  • Social situations a child takes part in leads to opportunities to acquire language with help of significant adults who provide meaningful input.
  • The way carers question, encourage and support child through scaffolding helps to gradually their speech.
  • Focussed on quality of input from caregivers e.g a child calling a zebra a horse, caregiver may explain the difference between the two rather than saying child is wrong.
65
Q

Vygotsky (1978) - scaffolding

A
  • nurture, partly nature
  • Importance of ‘doing’ for a child to be able to develop and importance of caregiver to act as a more knowledgeable other.
    Supporting child positioned as a knowledgeable and understanding adult can direct the child to more within the zone of proximal development
66
Q

Zone of proximal development

A

Vygotsky - area just beyond what a child is able to do already so a caregiver might provide necessary support (scaffolding) for the child to venture beyond their current level of ability of language.

67
Q

Tomasello (2003) - cognitive linguistic approach

A
  • nurture, partly nature
  • the ability to learn language is both primarily social (driven by the human pre-disposition to be cooperative and collaborative), and relies on using the same kinds of cognitive processes as other forms of learning, for example, walking, drawing etc.
  • By the age of 9-12 months, children make use of a pattern-forming ability that enables them to learn about the different forms and functions of single words, and to understand the intentional aspect of language (i.e. that language is a way of conveying meaning).
  • Children build generalisations about how those words form larger syntactic constructions or schemas, which become the building blocks for using various grammatical patterns.
    templates for grammatical structures based on sensory input and interaction with caregivers.

English Language (19 decks)

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